Page 44 - The East Sussex Way

Dual coding

This encourages pupils to make visual connections to support
retention and understanding of new language. Get pupils to initially
identify an image which links to the word and then use the image as
a signpost/reminder on subsequent encounters.

Key transition academic vocabulary strategy

As part of a robust vocabulary system (see Vocabulary Index
System), the introduction and exploration of key academic
vocabulary used regularly across all subjects in secondary school will

need to be integrated into vocabulary teaching at primary level.
This will support pupils in making a positive transition as the language
they encounter is less unfamiliar to them.

Primary and secondary schools should work together to create
agreed lists of target academic vocabulary for transition. For
example:

• analyse • deÞ ne • inß uence
• assess • explain • signiÞ cant
• cause • evaluate • similar
• correlation • factor • state

• create • identify • summarise
• describe • infer

Pupil friendly deÞ nitions

Constructing a child-friendly deÞ nition is a fundamental starting point
for pupils trying to grasp the meaning of a word. By introducing a
word at the time it is encountered in reading, and using a deÞ nition
matched closely to this context, pupils are better able to engage
with it. Further subtleties in meanings can be explored later. Pupils
need to be actively using the word at the point of learning and this

initial encounter should be referred back to frequently and regularly.

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